Показана современная специфика взаимодействия вузов и рынка труда региона в контексте содействия трудовой занятости населения с позиции нового мировоззренческого фокуса – экосистемного подхода. Приведено обоснование тенденций и направлений развития региональных андрагогических практик (дополнительное профессиональное образование), связанных с деятельностью служб занятости населения в логике синергии экосистемности и ценности развития человеческого капитала. Обозначены преимущества такой синергии и способы ее достижения. Обобщены эмпирические материалы служб занятости населения в Томской области (2017–2021 гг.) по апробации новых андрагогических сервисов антропоцентрированной направленности, включая опыт национального проекта «Демография» (Томская, Новосибирская, Омская, Кемеровская, Архангельская, Волгоградская области и Камчатский край). Представлены результаты анализа статистических данных, отражающих взаимосвязи образовательных программ, по которым обучались граждане, нацеленные на изменения в трудоустройстве (безработные; граждане, находящиеся в трудовых отношениях, но ищущие другую работы; женщины, находящиеся в отпуске по уходу за детьми; люди предпенсионного и пенсионного возраста), и результаты новых сценариев трудоустройства таких людей. Объяснены и обоснованы причины таких взаимосвязей и способы влияния на них. Актуализируется необходимость важного направления деятельности университетских сообществ России – антропоцентрированного преобразования андрагогических практик, включая дополнительное профессиональное образование, что создает обеспечение новых планируемых эффектов (общественно значимых результатов) через экосистемную синергию образования, рынка труда и служб занятости населения (при их посреднической функции). Для подготовки материалов статьи использованы методы: опрос (анкетирование, интервью), биографический метод, экспертный метод, образовательное проектирование. The article shows modern specifics of interaction between universities and the regional labor market in the context of promoting employment of the population from the perspective of a new worldview – the ecosystem approach. Authors give substantiation of trends and directions of regional andragogical practices’ development (additional professional education) related to the activities of employment services in the logic of ecosystem synergy and the value of human capital assets development outlining the advantages of such synergy and ways to achieve it. The article summarizes empirical materials of employment services in the Tomsk region (2017-2021) on the testing of new andragogical services of an anthropocentric orientation, including the experience of the national project «Demography” (Tomsk, Novosibirsk, Omsk, Kemerovo, Arkhangelsk, Volgograd regions and Kamchatka Krai). It presents the results of statistical data analysis reflecting the interrelationships of educational programs that were used to train citizens aimed at changes in employment (unemployed; citizens in labor relations, but looking for another job; women on parental leave; people of preretirement and retirement age), and the results of new employment scenarios for such people. This work explains and justifies reasons for such interrelations and ways of influencing them. The authors actualize the need for the anthropocentric transformation of andragogical practices, including additional vocational education, which creates the provision of new planned effects (socially significant results) through the ecosystem synergy of education, labor market and employment services (with their intermediary function) which is an important area of activity of Russian university communities. Authors used the following methods to prepare the materials of this article: survey (questionnaire, interview), biographical method, expert method, educational design.
Астигматизм – именование такого изъяна зрения, при котором, в частности, круглый предмет воспринимается как овальный. Если круглый предмет в данном случае понимать в качестве факта действительности, а овальный – в качестве итога восприятия реальности, то это расхождение действительности и реальности фиксирует область применения оригинальных процедур семиотической диагностики. Категориальное различие действительности, реальности (и бытия) восходит к философии процесса А. Н. Уайтхеда, являющейся основой реализуемой в нашем исследовании семиотической диагностики. В статье изложены обстоятельства, обеспечившие постановку задачи, и методы, реализованные в пилотном исследовании для корректировки как самой задачи, так и процедур диагностики, а также для восполнения нормы тех деформаций в подготовке будущих учителей, которые были «приобретены» при цифровизации образования в период пандемии. Релевантность процедур семиотической диагностики поиску ответов на поставленный исследовательский вопрос подтверждает то, что было выявлено обстоятельство, которое ускользало от применения иной оптики при обсуждении в научной литературе эффектов цифровизации образования. Впервые выявленным дефектом цифровизации отечественного образования стал разрыв коммуникации студент–студент. Этот дефект, как установлено в пилотном исследовании, вызывает последствия: отсутствие понимания сути командной работы, лидерства, профессиональной конкуренции и этических принципов коммуникации субъект–субъект. Авторы убеждены, что публикация промежуточных результатов оправдана значением полученного результата семиотической диагностики. The specificity of the task — diagnostics — makes it justified to resort to medical terminology. At the same time, the semiotic nature of this diagnostics justifies an appeal to the etymology of some medical terms, which goes back to ancient myths. Astigmatism is a diagnosis of such a deviation from the norm of vision, one of the symptoms of which is the perception of a circle as an oval. The reason for this deviation from the norm is the syndrome of the defective crystalline lens of the eye, leading to focusing features. Here, a chain of associations may arise, caused by the plots of the myth. In the ancient Greek version, Hestia was the keeper of the hearth, and the hearth was the pivot of the fire which, in the Roman version, was called “focus”. Hestia is present by her name and purpose in yet another medical term: the gestational period. This term denotes (formerly more often, now rarer) the state of pregnancy. This chain of associations serves to set the problem: to find a way to diagnose the consequences of the forced digitalization of teacher education during the pandemic. In other words, the search for an answer to the question: does the stay of a future teacher in the “belly” of a pedagogical university during the gestational period, passing with “complications”, require measures to replenish the norm of a specialist “born” by the university? Or, does digitalization burden the anamnesis of a future teacher? The procedures of the diagnostics themselves are based on the symptom/semantics, syndrome/syntactics, anamnesis/pragmatics correspondence. The listed correspondence is included in the operationalization of the basic concepts of the questionnaires. Two groups are selected for the pilot survey of students. The first group (I) includes the students for whom the period of total digitalization included the entire last year at high school and the first semester at the university. The second group of students (II) consists of those for whom total digitalization occurred during the third and fourth years of the university program. This selection fixes the extreme positions (I and II) in the distribution of digitalization by significant stages in the curriculum. In full-time mode, a survey of lecturers and teachers working with contingents of student groups (I and II) has been conducted on specially formulated points to find out the pros and cons of the digitalization of education; confirmation or refutation of the hypothesis of the authors of the article about the norm deformation. The pilot survey involves 60 students and 12 of their teachers. The article gives a general description of the survey tools. The questionnaire for surveying students combines verbal and visual methods of diagnostics. Teachers record the transformation of the norm, associated with only two aspects: a decrease in the quality of education and student-teacher communication. The relevance of the procedures of the semiotic diagnostics to the search for answers to the research question posed is confirmed by the revealed circumstance which was eluding under the use of different optics when the effects of education digitalization were discussed in the scientific literature. For the first time, the identified defect in the digitalization of education is the gap in student-student communication. This defect has consequences also established on the basis of the application of semiotic diagnostics procedures. Among these consequences, there is the lack of understanding of the essence of teamwork, leadership, professional competition and ethical principles of subject-subject communication. Such an effect of “educating Robinson Crusoe” does not correspond well to the competencies of a teacher. In whose “eye” is there the lens with a distorting defect? Students? Teachers? Operators of digitalization in education? We have found that digitalization in education implemented during the pandemic is subject to astigmatism. The fact that this situation belongs to the past requires two measures. First, the correction of “vision” among graduates. Secondly, the introduction of precise compensatory actions in the environment of distance education.
Introduction. The study draws attention to the need to transform the Russian system of medical education. It is connected with overcoming modern challenges and Russia’s focus on improving the quality of life of people as a key state priority. The authors substantiate the connection of the patient-centred approach with the values of the “anthropological turn” in the field of medical education. The results of the analysis of foreign experience in the implementation of patient-oriented pedagogical focus in the practices of medical education are given. The study analyses the cases related to the peculiarities of patient communities functioning in order to identify their possible influence on the development of medical education practices.Aim. The current research aimed to identify ways and conditions of using the opportunities of patient communities for the development of practices of Russian medical education.Methodology and research methods. System-based, activity-oriented and phenomenological approaches made up the methodology of the study. Research methods: theoretical analysis, phenomenological analysis, structural analysis, survey, Delphi technique, focus group.Results. The research results are the following:The main directions for the development of medical education practices in the patient-oriented paradigm were outlined, namely: the formation of new, defined in terms of polysubjectivity (students, teachers, practitioners, representatives of patient communities) ways of organising educational interaction; transformation of didactic characteristics of medical academic programmes; updating the forms and means of work to form the worldview of future doctors within the framework of humanistic values.The study revealed the features of the educational functionality of patient communities, which is significant for the development of medical education practices, shown through the following roles of patient community: diagnostician, content developer, designer, moderator, mediator, researcher, analyst, technologist, teacher (trainer), expert. The revealed roles allowed the authors to identify patient community as an actor in the development of modern Russian medical education practices.The organisational and pedagogical ways of patient community influence on the development of medical education were identified: interactive polysubject collaboration of pedagogical, medical and patient communities in the design and implementation of academic programmes; organisation of open design-reflective communication platforms for discussing topical problems of patient communities with the involvement of subjects of medical education; volunteer projects integrating the activity of patient communities and students of medical academic programmes.The study identified the conditions for using patient communities for the development of education practices and professional development of a modern physician, including: well-established organisational and methodological mechanisms for the implementation of roles of the patient community in the organisation of all didactic components of the educational process (its types) in the system of continuous professionalisation of physicians (objectives, content, teaching technologies, monitoring of educational results); availability of systemically functioning mechanisms for introducing students of medical academic programmes to the practices of medical communities.Scientific novelty. The study substantiates the expediency of the interaction of the professional and educational medical communities with the patient as a factor in the development of the Russian system of medical education within the framework of a patient-oriented paradigm that reflects the values of the anthropological turn.The study reveals the types of activities of patient communities. These types reflect their identity as a new actor in the development of Russian medical education practices, namely: communicative, informational, project, expert, and diagnostic; evidence-based motivation for change.The authors prove the potential of the patient community as an actor in the development of Russian medical education practices, the implementation of which is ensured by creating organisational and pedagogical conditions that actualise these communities as the subjects of the educational process through multifaceted and functionally defined roles.The study outlines the ways and conditions of using the potential of polysubject interaction (patient, professional and educational medical communities) to transform the basic didactic characteristics of the educational process (its variations) in the medical education system.Practical significance. The obtained scientific results can be used to develop the content and activity-technological formats of educational programmes of higher medical education, to enrich practices of continuous medical education, to expand the productive experience of interaction between patient, medical and educational communities.
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